Courses topics may change
Children and youth experience abuse and maltreatment within their families, or are harmed by individuals known to them throughout their lives. Educators are in a key position for prevention and intervention, as they spend many hours with children, know their families, recognize changes and distress signals from their students, and are often the first point of contact for those who have been harmed and reach out in distress. However, encountering students who have been abused can be deeply unsettling and requires a sensitive and appropriate response.
The aim of this course is to understand the phenomenon of child abuse in all its forms (neglect, physical, emotional, and sexual abuse). Students will be exposed to current research from around the world, shedding light on the issue from various perspectives.
The course will provide practical tools for educators and other practictioners to identify signs of distress, respond appropriately to students who disclose abuse, and support them throughout the intervention process. Additionally, the course will address topics such as laws that protect children’s rights and global and local prevention programs.
Combined Online workshop synchronic and A synchronic.
The ability to read research, write literally and critically, and carry out independent research are cornerstones in professional education. Educational and therapeutic knowledge is constantly evolving; as part of their professional work, teachers and educators of students at risk and exclusion need to keep up to date, engage in constant learning, conduct research to promote the knowledge in their field and share it with their colleagues.
In this course, we will learn about quantitative research, focusing on its use in the areas of risk and exclusion. In the course, the students will become familiar with principles of scientific research and the terminology of quantitative research. They will experience planning a quantitative research set-up, writing a research proposal, performing basic statistical analyses, providing interpretation, and ways of presentation. Practice lessons accompany the course.
A synchronic online course – Independent learning.
Qualitative research is the study of a phenomenon from the subjective point of view of those who experience it. Dr. Sigad seeks to discover not one ultimate truth, but as it is perceived, felt, and experienced by research participants. Therefore, qualitative research is an in-depth examination of teaching and education processes. The course aims to impart the ability to conduct qualitative research by
In the course, we will specifically deal with empirical and qualitative research development and examine differences in their assumptions and characteristics. Students will experience conducting various stages of qualitative research: Formulating a research question, selecting and locating a research population, building research tools, conducting interviews and observations, perform coding and data analysis processes, maintaining ethical rules, and ensuring reliability. These processes will be discussed in relation to the educational context. Practice lessons accompany the course.
The course will combine plenary lectures, consultation in small groups with the lecturer, online practice, and joint work by all the students on a research project on a common topic of their choice. The course will provide a platform for examining diverse aspects of the research topic.
A synchronic online course – Independent learning.
The course examines one of the central questions of social life: how societies define normality and why certain behaviors, beliefs, identities, and groups come to be regarded as deviant. Students will explore the social and historical relativity of deviance, the processes through which norms are established and enforced, and the mechanisms of social control that regulate individual and collective behavior. The course introduces major theoretical perspectives on deviance, including positivist approaches that seek to explain why individuals violate social norms and constructionist approaches that focus on how behaviors and identities are defined, labeled, and sanctioned as deviant. Topics include conformity, social control, stigma, labeling, moral entrepreneurship, deviant careers, and the relationship between deviance, power, and social inequality. Drawing on classical and contemporary theories, as well as a wide range of empirical examples, from crime, substance use, and mental illness to gender, sexuality, and social protest, the course encourages students to critically examine the shifting boundaries between normality and deviance. By the end of the course, students will be equipped with analytical tools for understanding how social norms are created, contested, and transformed, and how processes of inclusion and exclusion shape contemporary societies.
The course focuses on analyzing materials and events brought by the participants from the field and on processing of simulation videos. The analysis will offer basic training in action strategies that refer to the following aspects:
Theoretical examination of these aspects will be followed by the analysis of events from the field, according to the model of empathic inquiry. The analysis aims to reveal visible and mostly hidden details of events, understand different interpretations and propose alternative ones, observing the emotional world of everyone involved in the event, and finally, build alternative action strategies to deal with the situation more effectively. Some events will be analyzed in writing and some orally. Participants will watch their own recorded simulations and film simulations. Analysis of situations will focus on internalizing the conscious and unconscious perceptions of the role of teachers working with a population at risk and understanding the relationship between the characteristics of the population and the danger of teacher burnout.
Combined Online workshop synchronic and A synchronic.
The course offers a framework for expanding knowledge of the unique characteristics of adolescence and their experiences in the classroom. This knowledge will help our students (pre-service teachers and future teachers) maintain empathetic relationships with adolescent students and conduct themselves in the school system in ways that promote mental well-being and an optimal classroom climate. During the course, we will examine physiological, emotional, cognitive, and social processes that occur during adolescence, and we will deal with typical phenomena such as physiological and neurophysiological development, the development of thinking capability, motivation for learning, and changes in identity and self-image and moral development; adolescents’ relationships with their friends and teachers; and risk-taking.
The workshop consists of small groups of students who engage in reflective discourse about their professional lives, relationships, and interactions with group members, students, parents, and staff in their workplace. Through these discussions, the workshop examines intrapsychic, interpersonal, and systemic processes. The workshop accompanies the students’ practice in formal and informal educational settings, such as schools, kindergartens, youth advancement programs, and community centers. The participants analyze events from the field in-depth, interpret their emotions, and learn to cope effectively with challenging situations.
The main topics covered in the workshop include:
– Individual work with a child/youth within the educational framework, strengthening the student’s coping strategies and teaching alternative ways to deal with exclusion
– Systemic work: Intervening in the system (educational frameworks, school, and/or family) to facilitate the student’s integration by identifying and removing exclusionary factors and recruiting supportive ones
The course aims to help students recognize their conscious and unconscious role perceptions, understand the connection between population characteristics and the risk of teacher burnout, develop professional skills to handle at-risk situations, and build a professional stance based on empathy, mentalization, and reflectivity. By the end of the course, students should be able to identify and characterize professional risk situations, utilize peer feedback for personal and professional growth, and conduct comprehensive monitoring and intervention for one student while practicing a holistic perspective.
This course provides a comprehensive and reflective approach to preparing educators to work with underserved and at-risk populations, focusing on personal and professional development, effective intervention strategies, and the application of psychological and social theories to real-life situations in educational settings.
Synchronous online workshop.
Educators are central and significant social agents in promoting the educational and emotional development of adolescents, and in fostering resilience among at-risk youth in particular. In today’s reality, while much justified attention is placed on student well-being, the well-being of educators and other themselves is often left behind. How do helping professionals experience the challenges of contending with their students’ risk situations—risks that include addictions, suicidal behavior, school, family, and sexual violence, poverty, and more? Such professions, themselves, require attentive listening and support in order to build resilience—just as their students do.
The aim of the course is to engage with the question “Who helps the helpers?” and to examine how helping professionals cope with risk situations, with the goal of developing insights and tools to strengthen their personal and professional well-being and resilience. The course combines theoretical learning with experiential practice, through:
The course will be conducted in an interactive international online workshop format, including team learning and the analysis of real cases from the field. Emphasis will be placed on learning from participants’ diverse experiences and transforming them into a space for inquiry, reflection, and the creation of empowering practices.
The main topics covered in the workshop include:
– Individual work with a child/youth within the educational framework, strengthening the student’s coping strategies and teaching alternative ways to deal with exclusion
– Systemic work: Intervening in the system (educational frameworks, school, and/or family) to facilitate the student’s integration by identifying and removing exclusionary factors and recruiting supportive ones
The course aims to help students recognize their conscious and unconscious role perceptions, understand the connection between population characteristics and the risk of teacher burnout, develop professional skills to handle at-risk situations, and build a professional stance based on empathy, mentalization, and reflectivity. By the end of the course, students should be able to identify and characterize professional risk situations, utilize peer feedback for personal and professional growth, and conduct comprehensive monitoring and intervention for one student while practicing a holistic perspective.
This course provides a comprehensive and reflective approach to preparing educators to work with underserved and at-risk populations, focusing on personal and professional development, effective intervention strategies, and the application of psychological and social theories to real-life situations in educational settings.
Synchronous online workshop.
Child abuse, neglect, and child protection are global concerns that place educators at the forefront of safeguarding children. This advanced research seminar explores educator roles, responsibilities, experiences, and resilience across diverse cultural and educational contexts, examining how schools and educators respond to child maltreatment and promote child well-being. Drawing on international and comparative perspectives, students will critically engage with current research while designing and conducting an independent study related to child abuse, neglect, child protection, educator resilience, or related topics. Through this process, students will develop advanced research skills and contribute to understanding child protection and educational practice in local and global contexts.
The aim of the course is to engage with the question “Who helps the helpers?” and to examine how helping professionals cope with risk situations, with the goal of developing insights and tools to strengthen their personal and professional well-being and resilience. The course combines theoretical learning with experiential practice, through:
The course will be conducted in an interactive international online workshop format, including team learning and the analysis of real cases from the field. Emphasis will be placed on learning from participants’ diverse experiences and transforming them into a space for inquiry, reflection, and the creation of empowering practices.
The main topics covered in the workshop include:
– Individual work with a child/youth within the educational framework, strengthening the student’s coping strategies and teaching alternative ways to deal with exclusion
– Systemic work: Intervening in the system (educational frameworks, school, and/or family) to facilitate the student’s integration by identifying and removing exclusionary factors and recruiting supportive ones
The course aims to help students recognize their conscious and unconscious role perceptions, understand the connection between population characteristics and the risk of teacher burnout, develop professional skills to handle at-risk situations, and build a professional stance based on empathy, mentalization, and reflectivity. By the end of the course, students should be able to identify and characterize professional risk situations, utilize peer feedback for personal and professional growth, and conduct comprehensive monitoring and intervention for one student while practicing a holistic perspective.
This course provides a comprehensive and reflective approach to preparing educators to work with underserved and at-risk populations, focusing on personal and professional development, effective intervention strategies, and the application of psychological and social theories to real-life situations in educational settings.
Synchronous online workshop.
Sometimes, due to different difficulties and context (e.g., war, immigration, divorce, belonging to a cultural minority, etc.), parents are not available to fulfill their parental roles. Their ability to devote attention to their children diminishes significantly, and they feel emotionally unavailable to them. Partnerships between parents and educational staff are crucial to children’s psychological well-being and learning. However, in complex personal and familial situations, many parents do not always feel like partners in their children’s learning.
The aim of this course is to expose the students to the various contexts in which they will work with family, community, and culture. To provide pre-service teachers with tools to identify and respond to the needs and challenges of students and their parents, and to develop personal communication skills to promote effective teacher-parent communication.
The applied final project involves research or development conducted within educational settings serving children and youth at risk and experiencing marginalization. The project is grounded in relevant theory and research and is intended to have practical implications for the student’s professional work as an educator working with at-risk populations.
This course will guide students through the process of developing and writing their applied final projects. It is taught in conjunction with the second-year Research Seminar course. The course focuses on applied research addressing the teaching, education, inclusion, and support of children and youth facing risk, vulnerability, and marginalization. Students will conduct research that responds to the needs and challenges arising in the educational settings and communities in which they work.
During the first stage, students will formulate a research topic and question related to education and risk, develop a relevant theoretical foundation, and design appropriate research tools. The research and writing processes will be supported through synchronous group sessions and individual guidance from the instructor. The course will also emphasize peer collaboration, enabling students to provide one another with feedback and mutual support throughout the different stages of the research process.
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Jackie Levi-Atias
972-4-9838943 | 972-4-9838952
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Address: Oranim Academic College of Education,
Tivon 3600600, Israel
Tel: 972+4+9838801 | Fax: 972+4+9532430
